The Inclusion of CBT in Physiotherapy Education: Difference between revisions
Ernest Chao (talk | contribs) No edit summary |
Ernest Chao (talk | contribs) No edit summary |
||
| Line 14: | Line 14: | ||
Evidence Behind CBT | Evidence Behind CBT | ||
== Part 2: Case Studies == | == Part 2: Case Studies == | ||
Sample case studies where CBT can be beneficial | |||
Case | Case 1: Chronic engraved behaviour | ||
Case | Case 2: Acute MSK condition <br> | ||
Case | Case 3: Palliative care<br> | ||
Case 4: Chronic condition<br> | |||
Case 5: Eager/hyperactive patient<br> | |||
== Part 3: Incorporating CBT Education into Curriculum == | == Part 3: Incorporating CBT Education into Curriculum == | ||
Revision as of 17:26, 31 October 2013
Original Editor - Ernest Chao, Florence Cook, Aoife Doyle, Martin Lanfear, Corey Hafner as part of the QMU Current and Emerging Roles in Physiotherapy Practice Project
Top Contributors - Ernest Chao, Corey Hafner, Aoife Doyle, Martin Lanfear, Florence Cook, Kim Jackson, Admin, 127.0.0.1 and Evan Thomas
Part 1: Theory[edit | edit source]
What is CBT?
Where Does CBT Fit into Physiotherapy Practice
Challenges in the Current Education System
Evidence Behind CBT
Part 2: Case Studies [edit | edit source]
Sample case studies where CBT can be beneficial
Case 1: Chronic engraved behaviour
Case 2: Acute MSK condition
Case 3: Palliative care
Case 4: Chronic condition
Case 5: Eager/hyperactive patient
Part 3: Incorporating CBT Education into Curriculum[edit | edit source]
dsafsdfsafd
Recent Related Research (from Pubmed)[edit | edit source]
Extension:RSS -- Error: Not a valid URL: Feed goes here!!|charset=UTF-8|short|max=10
References[edit | edit source]
References will automatically be added here, see adding references tutorial.
